Enhancing student resilience by targeting staff resilience, attitudes and practices

Brewer, Margo; Kessel, Gisela van; Sanderson, Brooke; Carter, Alice S.

doi:10.1080/07294360.2021.1877622

Cited by 19 publications

(8 citation statements)

References 32 publications

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“…is is consistent with concerns reported in the current literature, such as emotional resilience and how it affects students in the clinical setting. [61][62][63] Although participants desire standardization among DCEs, especially as it improves efficiency in process, consensus was not reached with regards to standardization of specific CE procedures and tools. However, any standardization that would result in a more efficient completion of CI duties would be welcomed.…”

Section: Discussionmentioning

confidence: 99%

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An Exploration of Support for Clinical Education Partners

George,

Gallivan,

Both

et al. 2024

JOPTE

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Introduction. Effective academic–clinical partnerships require a greater understanding of how academic programs can best support clinical education (CE) faculty. This study aimed to determine resources and support that clinical partners need. Review of Literature. As the number of physical therapist (PT) programs, cohort sizes, and CE weeks have risen, so has demand for CE sites. Conversely, staffing reductions, increased administrative duties, and rising productivity expectations have decreased the time available for clinical instruction. To promote a successful CE experience, there must be a renewed understanding of CE faculty needs. Subjects. Clinical education faculty affiliated with any of the 8 contributing programs from the Ohio–Kentucky Consortium participated in survey research (n = 24) and subsequent interview (n = 4) and focus group (n = 6) research. Methods. Constructivist grounded theory design was used to explore the needs of CE faculty. Academic and clinical partners developed the initial survey and used survey results to establish interview questions. The investigators iteratively assessed data saturation and clarity of results of coded survey, interview, and focus group data to determine whether the study's aims of identifying CE faculty needs had been met. Results. The aggregated results yielded 5 main themes of Director of Clinical Education support for CE faculty needs: student readiness for CE experience; effective academic–clinical partner communication; collaborative management of exceptional students; judicious standardization of CE processes; and provision of CE faculty development resources. Discussion and Conclusion. Clinical education faculty have noted challenges that affect their ability to mentor students. They want academic programs to be more collaborative and proactive with communication, resources, and support. Future research should address aids and barriers to proactive communication, resource provision, and academic–clinical partner collaboration.

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Section: Discussionmentioning

confidence: 99%

“…This is consistent with concerns reported in the current literature, such as emotional resilience and how it affects students in the clinical setting. 61-63…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Support for Clinical Education Partners

George,

Gallivan,

Both

et al. 2024

JOPTE

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“…The participants in the quantitative phase gave their written informed consent. Once the data from the RS-14 scale had been collected, the data were emptied and the subjects were classified according to the level of resilience of the total scores obtained on the RS-14 scale into: very high (90-99), high (80)(81)(82)(83)(84)(85)(86)(87)(88)(89), normal (70)(71)(72)(73)(74)(75)(76)(77)(78)(79), low (60)(61)(62)(63)(64)(65)(66)(67)(68)(69) and very low (50)(51)(52)(53)(54)(55)(56)(57)(58)(59). In the qualitative phase, the 25 participants with the highest scores on the RS-14 scale were selected.…”

Section: Data Collectionmentioning

confidence: 99%

“…This research indicates that the university stage is a critical period for the transition to adulthood that is not free of stresses, which undermine students’ health and well-being, both the well-being of students and their entrepreneurial performance in the development of their life projects. While there is research on resilience and coping with stressors in the university context [ 51 , 52 , 53 , 54 ], there are no studies on entrepreneurial resilience, in the sense of personal growth and development, but rather directly related to the organisation and creation of companies [ 55 ]. Personal growth as an entrepreneurial process is linked to the well-known concept of “entrepreneurial orientation” [ 56 , 57 , 58 , 59 ], which in turn is associated with performance theory [ 60 ].…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Resilience: A Case Study on University Students

Montoro-Fernández

Cárdenas-Gutiérrez

Guerrero

2022

IJERPH

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Entrepreneurial resilience refers to the capacity to face, overcome and project oneself after suffering life events with a negative impact. Emerging adulthood and the characteristics of university life facilitate the occurrence of stressful situations that can affect well-being. The aim of this phenomenological research is to explore the strategic components of entrepreneurial resilience and how young university students have shaped their entrepreneurial resilience after experiencing negative life events. The present research is a multiple case study that was developed through a mixed methodology. The methodological sequence was quantitative and qualitative, with priority given to the qualitative phase of the research. Ten university students with high levels of resilience were interviewed. The data were analysed using thematic analysis. The results indicate that resilience is built through intrapersonal and exopersonal processes. These processes make up a set of strategic dimensions related to entrepreneurial behaviour that are used for the construction of personal projects.

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“…Several studies have shown that resilience can be increased through training or programs designed by schools. Student resilience is enhanced through innovative curricular and co-curricular activities, namely the program, informed by social cognition and political leadership theory [7].…”

Section: Introductionmentioning

confidence: 99%

Guidance and Counseling Services to Improve Student Resilience

Setiawati¹

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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The purpose of this study is to describe the resilience of junior high school students and the types of services that can be applied to improve the resilience of junior high school students. This research is a quantitative descriptive study with data collection techniques are resilience scales, and interviews. There are two sources of this research. There are 44 junior high school students, namely primary sources, and six school counselors as secondary primary sources. The results of the resilience scale show that 48.18% of students have high resilience and 58.82% have moderate/medium resilience. The services that can improve resilience are classical guidance, group guidance, individual counseling, and group counseling. This research can be used as initial data to provide intervention in providing guidance and counseling services to students who have low resilience.

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Enhancing student resilience by targeting staff resilience, attitudes and practices

Cited by 19 publications

References 32 publications

An Exploration of Support for Clinical Education Partners

An Exploration of Support for Clinical Education Partners

Entrepreneurial Resilience: A Case Study on University Students

Guidance and Counseling Services to Improve Student Resilience

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